An Undergraduate Research Experience in Earth Science Education That Benefits Pre-Service Teachers and In-Service Earth Science Teachers

Autor/inn/en	Ebert, James R.; Dolphin, Glenn; Bischoff, Paul
Titel	An Undergraduate Research Experience in Earth Science Education That Benefits Pre-Service Teachers and In-Service Earth Science Teachers
Quelle	In: Journal of Geoscience Education, 71 (2023) 2, S.238-252 (15 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ebert, James R.) ORCID (Dolphin, Glenn)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1089-9995
DOI	10.1080/10899995.2022.2126203
Schlagwörter	Undergraduate Students; Student Research; Student Experience; Earth Science; Science Education; Preservice Teachers; Science Teachers; Models; Misconceptions; Secondary School Science; Inservice Teacher Education; Faculty Development; Visual Aids; Student Attitudes; Reflection; New York + Suchen Sie Ihr Suchwort? Studentenforschung; Studienerfahrung; Earth sciences; Geowissenschaften; Naturwissenschaftliche Bildung; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Analogiemodell; Missverständnis; Lehrerfortbildung; Anschauungsmaterial; Schülerverhalten
Abstract	Three cohorts of six pre-service Earth Science teachers (undergraduate majors in Earth Science Education) participated in summer research experiences focused on developing dynamic physical models of Earth processes to help middle and high school students understand complex concepts and confront misconceptions. The pre-service teachers used published criteria for evaluating models. Participants deepened their understanding of specific Earth Science concepts and broadened their perceptions of effective, student-centered, constructivist pedagogical practices through the use of models and model-based learning. Our pre-service Earth Science teachers achieved the same benefits that STEM majors report from their undergraduate research experiences, including better understanding of the nature of science, gains in problem-solving and communication skills, increased confidence, collaborative skills and comfort in working independently. Evaluation of the research experience via the Undergraduate Research Student Self-Assessment indicated that pre-service teachers reported higher gains than STEM majors in nearly all categories.The pre-service teachers presented the results of their projects to in-service teachers in professional development workshops at a science teachers' conference. In-service teachers' responses to these workshops were uniformly positive (98.2%; n = 57). Unlike most professional development activities in which participants benefit, but presenters may not, these professional development activities benefited participants and presenters alike. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01